Chinese version


The University of Hong Kong Quality Education Fund CITE Hong Kong Study Centre
Key Findings Analysis of Innovation Classroom Analysis of Innovation Schools Exploring M2 Case Study Database
ICT and Innovation Exploring Innovation Community Database


Learning from Innovation Schools

While the description of any innovative classroom is essentially concerned with the relationship between the teacher, students and technology, such practices take place in the complex conditions of the school context, which is influenced by school contextual factors as well as external forces at system or community level. The classroom, school, and system levels are mutually interacting and the boundaries between them are indistinct. Innovative classroom practices as an implementation of the school curriculum are affected by educational policies at the system or national level, which provides the framework for the intended curriculum. The integration of ICT supported pedagogical practices into the school curriculum is thus by nature not a simple case of technology adoption but must be understood within the context of educational change. Successful implementation of educational change is a complex process with no clear solution.

In analyzing the cases, we identified the characteristics of innovation schools in terms of various school contextual factors. We have discovered a typology of school background in association with the innovative classrooms for comparing innovation schools


Comparing Innovation Schools  

The implementation of innovation is affected by the idiosyncratic elements associated with the school background. School background is fundamental to innovative classrooms. 13 different school background elements were identified from the analysis of the cases. School vision, collaborative culture, and experience of carrying out innovation seem to be apparent across innovation schools. A cluster analysis on these elements found that the cases could be classified into five groups: (1) strong educational vision and experience in innovation and ICT use , (2) strong educational vision and experience in ICT , (3) reputation for being an innovation school , (4) alignment with government education policy , and (5) no specific features .

The findings indicated that cases with school background in strong educational vision and experience in innovation and ICT use appeared to be more emergent pedagogical practices in terms of both teachersˇ¦ roles and studentsˇ¦ roles (examples: ES001, NL024), whereas cases without specific background features appeared to be relatively traditional in terms of teachersˇ¦ roles (examples: CN010,TH002,CL009).

. Varieties of school background were observed across classroom practices. Then, the question of how innovations are introduced would be addressed. Six sources of initiating innovations were found in the cases analysis. Leadership and strategies for innovations are critical in the implementation of the innovations. We found clear associations between the innovative practices and types of leadership and strategies. Supporting innovations is also important to the success of the implementation. In the cases analysis, we observed relationships between the innovative practices and different supporting factors such as infrastructure, government, and community support. Besides exploring the key findings listed above, a database of 130 selected case studies are available for further investigation. You may also enter our innovation community database to explore and further reflect on your own school in relation to the pedagogical uses of ICT with other interested education professionals.